Inquiry-Based Learning for the teaching-learning process of chemistry in high school students
DOI:
https://doi.org/10.61347/rien.v3i2.122Keywords:
Chemistry teaching, critical thinking, high school education, Inquiry-Based Learning, meaningful learningAbstract
Traditional chemistry teaching at the high school level faces the challenge of overcoming practices mainly focused on content transmission, promoting active methodologies that foster the construction of scientific knowledge. The objective of this research was to analyze the changes associated with the application of Inquiry-Based Learning (IBL) in the chemistry teaching-learning process among 32 high school students. A quantitative study with a pre-experimental design was conducted through the application of knowledge tests before and after the pedagogical intervention, as well as a satisfaction survey to assess students’ perceptions. A didactic guide based on the five phases of IBL was designed and implemented: orientation, conceptualization, investigation, conclusion, and discussion, addressing topics related to changes in matter, polarity and solubility of organic substances, and conservation of mass in chemical reactions. Data normality was verified using the Shapiro-Wilk test, and the comparison of means was performed using the paired-samples Student’s t-test. The results showed an increase in the mean score from 7.68 to 8.65 points, representing a gain of 0.97 points compared to the initial value, with statistically significant differences (t(31)=48.37; p<0.001). The survey showed a favorable perception of the applied strategy, particularly regarding chemical problem-solving, feedback, and critical thinking. It is concluded that IBL constitutes a relevant pedagogical alternative for strengthening chemistry teaching in the context studied.
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